How do included and excluded students with SEBD function socially and academically after 1,5 year of special education services?
Special education services in exclusive settings may afford certain benefits to some students with social/emotional/behavioural difficulties (SEBD), not typically found in regular education, which can be considered a first indication that there may be valid counterarguments against the ‘inclusion for all’ perspective on educational needs.
“Shape sorting” students for special education services?
In this dissertation, we focused on two alternative approaches to evaluate the hypothesis of interest more directly, i.e. informative hypothesis testing and model selection using order-restricted information criteria.
Typical for developmental psychology are models that capture change over time, such as latent growth (mixture) models and to a lesser extent cross-lagged panel models too. Such models have typically been applied aiming to capture change over time in individuals.